found as follows: 41% is very important, 49% is regular in the frequency of implementation - ranked 1 and the frequency of effectiveness is 41% good, 44% fair - ranked 1). Building a policy of timely, fair and objective encouragement, reward and criticism for the Professional Group and Through forms of professional exchange between professional groups inside and outside the school to create motivation, mechanisms for professional groups are not really practical for creating motivation, encouragement, and motivation for the creativity and potential development of individuals in the whole school. This is also one of the limitations, and is a weakness that in the coming time needs to be overcome so that the School Principal can better implement this management content.
2.3.5. Management situation of evaluating TCM results through the form of NCBH Table 2.9: Current status of evaluating professional team performance results through the form
NCBH knowledge at Yen Bai Secondary School
TT
Content | Level of awareness | Rank | Level of implementation | Rank | |||||||||||
Very important | Important | Not important | Good | Rather | Average | ||||||||||
SL | % | SL | % | SL | % | SL | % | SL | % | SL | % | ||||
1 | Process performance evaluation NCBH in the professional group | 21 | 51 | 20 | 49 | 0 | 0 | 3 | 20 | 49 | 19 | 46 | 2 | 5 | 3 |
2 | Evaluation of sharing of professional knowledge and innovation of teaching methods teacher in professional group | 18 | 44 | 21 | 51 | 2 | 5 | 4 | 15 | 37 | 24 | 59 | 2 | 4 | 4 |
3 | Evaluate teachers' existing skills and methods and cultivate and supplement new skills suitable for teachers in the professional group. | 28 | 68 | 11 | 27 | 2 | 5 | 1 | 26 | 63 | 14 | 34 | 1 | 3 | 1 |
4 | Evaluation of compliance with criteria School's NCBH implementation standards | 24 | 59 | 17 | 41 | 0 | 0 | 2 | 23 | 56 | 17 | 41 | 1 | 3 | 2 |
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Evaluation Results of Quality Indicators and Importance of Each Indicator
The results of Table 2.9 show that the activities in the content of management of the assessment of the results of specialized group activities through the form of NCBH at Yen Bai Secondary School were assessed by managers at all levels and teachers at a relatively good level.
Specifically, the assessment of existing skills and methods of teachers and the improvement and addition of new skills suitable for teachers in professional groups were assessed with a much higher score than other specific activities (the frequency of implementation showed that 68% were assessed as very important and the implementation efficiency was 63% considered good, both ranked 1). The assessment of sharing professional knowledge and innovating teaching methods of teachers in professional groups is currently not carried out regularly and has not achieved high efficiency. This is shown through the percentage and ranking (the frequency of implementation was 44% considered very important and the implementation efficiency was 37% considered good) - the lowest in the group of management contents of the assessment of professional group performance results in the direction of NCBH at Yen Bai Secondary School.
Through interviews with some professional group leaders, they said that some members of the group, especially experienced teachers with good professional skills in natural science subjects, often do not share their own experiences with colleagues, because they think that if they share their experiences, it means that "professional secrets will be revealed". This is also the subjective existence of the principal in the process of leading the professional group to carry out the task of NCBH in the professional groups.
2.5. General assessment of the current situation survey
2.5.1. Advantages
Yen Bai Secondary School has identified the core task of innovating teaching and assessment methods to improve the quality of education at the school. To successfully complete that task, the school's Board of Directors and professional teams have identified one of the key measures to create a breakthrough as the activity of " Innovating professional team activities based on lesson research approach". Therefore, right from the beginning of the school year, the Board of Directors
The agency has directed professional groups to develop specific plans to implement this activity.
The school has a team of qualified, capable, and highly responsible managers and staff, who have developed a good plan that is suitable for the school's facilities and teaching staff. In the process of implementing the innovative management model of SHTCM based on the approach of lesson research, there is always the direction and advice of the Party Committee, in coordination with 3 educational environments: dynamism and creativity in school management, and implementation of school management in accordance with regulations.
The teaching staff has professional qualifications and skills and is always ready to innovate and strive to perform well the assigned tasks. Support the school's policies and strategies.
SHTCM innovation management in the direction of lesson research is closely concerned and popularized, increasingly widespread and stable.
Thanks to the attention and direction of the school's Board of Directors, the professional groups have quickly innovated the traditional professional group activities to SHTCM based on the NCBH approach. The professional groups started researching the steps to conduct lesson observation and teaching in a student-centered direction. The school always creates favorable conditions for the professional groups to implement this new model such as: Opening training classes for professional group leaders, typical teachers on the professional group activity model based on lesson research, meeting the material conditions to conduct meetings and trial teaching according to the teacher's lesson observation. Teachers all have the right awareness of the professional activity model based on lesson research and actively improve their expertise to change teaching methods.
2.5.2. Limitations
Besides the advantages of the professional group, there is the attention and close and specific direction of the school's Board of Directors in implementing the plan " Innovation of professional group activities based on the approach of research on lessons".
learning" but in the process of implementation, there are also many difficulties. First of all, it is the fear of change of some teachers in the group. Teachers are familiar with the old way of preparing lessons, teaching and professional activities, so they are not very enthusiastic about discussing teaching methods based on lesson research. Besides, the assessment of SHTCM activities based on lesson research approach is not regular and in-depth, which also greatly affects the psychology and efforts in the implementation process of the teaching staff.
2.5.3. Factors affecting management status
The results of the study on the current status of SHTCM management based on the NCBH approach at Yen Bai Secondary School, Yen Dinh District, Thanh Hoa Province are influenced by a number of factors:
· About the Principal and School Board
With the spirit of seriously implementing the professional guidance of the Department of Education and Training of Yen Dinh district, the School Board, along with the awareness that innovation in teaching methods in general and innovation in professional activities in particular are vital tasks for the professional development of each teacher.
However, the awareness of self-training and self-study of SHTCM based on the lesson study approach of the management departments is not really high, so the level and capacity have certain limitations. Therefore, directing and managing the innovation of SHTCM based on the lesson study approach still faces many difficulties.
· About the teaching staff
The school’s teaching staff is still limited in terms of qualifications, capacity, and awareness. Some teachers are even skeptical about the effectiveness of innovative teaching hours, fearing that they are wasting time in useless meetings…; some teachers are afraid when they see that the students they teach have weak awareness, lack many skills, do not have the habit of cooperation, and the facilities are not suitable…
The issue of monitoring and inspecting the implementation of this new model by the school's Board of Directors has not yet become a routine. The heads of professional groups have not been trained in the management of SHTCM innovation based on the approach of lesson research, so they do not know how to manage and operate effectively.
· About management environment
The school's Board of Directors has directed the school's professional groups to resolutely implement the plan that has been developed with the motto that the professional groups must boldly apply the knowledge acquired from the teacher training course of the Department of Education and Training, refer to documents on the Internet, learn from the experiences of other schools, promote collective intelligence, learn from experience while doing... so it has also created a positive effect in the school.
In addition, the School Board also found that the School's facilities have not yet met the requirements of SHTCM activities based on the NCBH approach; the support from forces inside and outside the school has not been timely.
Chapter 2 Conclusion
The current situation of managing professional group activities in the direction of lesson research at Yen Bai Secondary School, Yen Dinh District, Thanh Hoa Province includes 5 contents:
(1) Managing professional activities content;
(2) Managing TTCM and teachers in TCM activities based on the “lesson study” approach;
(3) Managing methods and forms of organizing TCM activities based on the "NCBH" approach;
(4) Manage the conditions to ensure TCM in the form of "NCBH";
(5) Evaluate the implementation results of SHTCM tasks based on the NCBH approach . Through surveying and evaluating the current status of SHTCM management based on the approach
NCBH at Yen Bai Secondary School has achieved some achievements such as: The school has boldly applied the SHCM model based on the NCBH approach into practice.
Implementing the teaching and learning activities of the school; Initially implementing and applying the SHCM model based on the NCBH approach in the TCMs; Organizing a number of training courses for teachers on SHCM based on the NCBH approach; Organizing and managing SHCM based on the NCBH approach of the Center, especially the direction of the Board of Directors to the TCMs has been carried out quite well.
However, there are still certain limitations. Specifically: A number of teachers have inadequate awareness of SHCM based on the NCBH approach. Many teachers are still discouraged and skeptical about the effectiveness and benefits of NCBH in improving the quality of teaching and learning in schools;
Many teachers are confused in organizing and preparing conditions to ensure that SHCM based on the NCBH approach can be implemented with the best results. Especially, training teachers on how to take photos, record videos of activities, students' attitudes and how to record on observation sheets when observing classes...; Testing and evaluating SHCM based on the NCBH approach still has some shortcomings. Testing and evaluating the effectiveness of SHCM based on the NCBH approach only stops at observation, there is no organization of research and evaluation of the effectiveness of NCBH for students and teachers.
There are many reasons for the above situation, including both subjective and objective reasons. Therefore, it is necessary to have measures to impact both subjective factors and change the objective environment so that the management of SHCM based on the school's NCBH approach can achieve the desired results.
CHAPTER 3
MEASURES TO MANAGE SPECIALIZED GROUP ACTIVITIES THROUGH LESSON STUDY AT YEN BAI SECONDARY SCHOOL
YEN DINH DISTRICT, THANH HOA PROVINCE
3.1. Guiding principles for proposed measures
To propose appropriate measures for SHCM management based on the NCBH approach, thereby gradually improving the quality of teaching and learning at the School.
Yen Bai Secondary School, Yen Dinh District, Thanh Hoa Province must comply with the following principles:
3.1.1. Principles of ensuring teaching objectives
Goals are always an important factor for all activities. Every activity has goals. Management goals are the destination of the management process, it guides and governs the movement of the entire system. Educational activities must ensure the achievement of educational goals that the Party and State's education and training development strategy from 2001 to 2010 has clearly stated for the goals, content, and programs of education and training. The principle of ensuring the objective nature of educational activities is the principle that requires educational activities to have goals and must be oriented towards those goals throughout the educational process.
The goals of general education are specified in educational activities, teaching activities, goals of each subject, each chapter, each lesson.
The goal of school management is to organize and implement activities in the school to achieve those specific goals.
The objectives of management must be determined in advance, guiding both the management subject and the management object throughout the entire process of operation. To ensure the objective, all activities must ensure legality. The direction of all activities in the school must be based on the Law on Education and the guiding documents of the Industry (Ministry, Department of Education and Training).
Ensuring objectiveness will make the activities of schools and the entire education system achieve educational goals in the organic relationship between parts of a unified whole.
3.1.2. Principles of ensuring scientific and systematic nature
SHCM management measures based on the NCBH approach at Yen Bai Secondary School, Yen Dinh District, Thanh Hoa Province must basically be part of the overall general management activities of the school system. Therefore, the management measures put forward must ensure systematicity and comprehensiveness, affecting all stages.
The subjects of the school management process in general and SHCM management based on the NCBH approach in particular. Specifically, within the scope of SHCM management based on the NCBH approach, the management measures put forward must have a synchronous and comprehensive impact on related departments and units or conditions to ensure that SHCM work based on the NCBH approach is carried out in accordance with the correct process and achieves the highest efficiency.
3.1.3. Principle of ensuring consistency
The nature of the principal's management process in schools requires a high degree of synchronicity, focusing on planning, directing teachers' teaching activities, students' learning activities, managing teaching activities and other activities serving teaching activities in schools. These activities aim to create discipline, order, coordinate with educational forces inside and outside the school, create a healthy educational environment, and improve the quality of teaching in schools. To ensure the synchronicity of measures, attention must be paid to the factors that affect the participation of teachers, students and facilities - teaching equipment in the measures. Only when implementing synchronous measures can the strengths of each measure be promoted in improving the quality of teaching in schools.
3.1.4. Principle of assurance Guarantee of inheritance
This is a principle to help the school promote the strengths and achievements from the practice of SHCM management in general and SHCM management based on the NCBH approach in particular of the school and promote it to a higher level. Therefore, this is an indispensable principle in proposing SHCM management measures based on the NCBH approach at Yen Bai Secondary School, Yen Dinh District, Thanh Hoa Province. In fact, Yen Bai Secondary School has always continuously improved the quality of professional activities based on the lesson study approach derived from the professional activities that have been conducted before and improved the quality.